Dr Kelly Matthews

Senior Lecturer, Curriculum

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

Overview

Research

How do students experience learning across undergraduate science degree programs? How are science learning outcomes perceived by students and academics? How are undergraduate science curricula designed to develop complex outcomes of learning? Kelly's research explores such questions and other contemporary issues in higher education. Much of Kelly's work examines degree program learning outcomes, determined by the academic community, from the perspective of students with a strong focus on quantitative skills in science. Drawing on theories of ‘progressive curriculum development’ in higher education and the 'planned-enacted-experienced’ curricula, she focuses on the intersection between learner and teacher within the university learning environment.

Australian Learning and Teaching Fellowship

Kelly's research harnesses the 'student voice' to inform science curriculum development. In 2015 she was awarded a National Teaching Fellowship that explores students as partners - a way of thinking premised on shared responsibility for learning and teaching amongst students and academics that challenges the notion of 'students as passive consumers' of higher education. Within the broad question, ‘How can student-staff partnerships transform higher education?’, her fellowship will look at current practices in Australia and overseas, across a range of disciplines, with students as co-researchers. The Fellowship is also collaborating with the 2016 Transforming Practice Program (TPP) with theme of students as partners.

Teaching

Kelly co-developed and coordinated the university-wide teaching and learning program for new tutors for five years. She is currently working on the development of a new, university-wide blended program to introduce new academics to teaching and learning, and she teaches into the Graduate Certificate in Higher Education. Her scholarship of teaching is concerned with teaching and learning professional development of university academics including sessional academics, tutors and early career academics. Kelly draws on the scholarship of teaching and learning to engage colleagues in genuine learning experiences to build scholarly teaching capacity. In 2015-16, she is co-leading the International Collaborative Writing Groups in association with the International Society for the Scholarship of Teaching and Learning.

Affiliations

Kelly is currently seconded half-time to the Faculty of Science to provide strategic leadership on curriculum development for the 2015 BSc Review.

Awards and Recognition

National Teaching Fellowship, 2015. Office for Learning and Teaching, Australia. Students as partners: reconceptualising the role of students in science degree programme curriculum development. More details here.

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. More details here.

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

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

  • Quantitative Skills and other Science Graduate Learning Outcomes
    Students' experiences of learning across degree programs with a focus on quantitative skills and other science-specific graduate learning outcomes with an emphasis on how students' make sense of stated science learning outcomes in relationship to their curricular experiences across degree programs.
  • Student Voice and Students as Partners
    Giving voice to students' experiences of learning in science higher education by drawing on cross cohort comparisons and longitudinal study designs, and partnering students and academics to enhance teaching and learning in higher education.
  • Curriculum Development in the Sciences
    Whole of degree program curriculum development in science higher education within a framework of the planned-enacted-experienced: stated learning outcomes (planned curriculum), academic practice (enacted curriculum), and the curriculum as experienced by students (experienced curriculum).

Research Impacts

Funding and Grants

Kelly has been involved in 23 funded projects worth over $2,000,000 from four funding sources including the highly competitive national Office for Learning and Teaching.

Impact

Kelly's area of research centres on an issue of emerging significance to the higher education sector, both with practical implications for improving curricula design and shifting policy agendas focused on government accountability. She has received invitations to speak nationally and internationally, and has been interviewed for national media outlets. She is a member of several national committees focused on science and mathematics higher education, and has led an international collaborative writing group examining the student experience. Kelly also developed the Science Students Skills Inventory (SSSI), which has been used across three Australian universities.

Qualifications

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

Publications

View all Publications

Supervision

  • Doctor Philosophy

  • Doctor Philosophy

View all Supervision

Available Projects

  • If you have RHD ideas in the higher education context in the following areas:

    • student voice or student-staff partnerships in teaching and learning
    • science curriculum development including assessment, pedagogy and learning
    • professional development for teaching amongst university academics

    Please contact me to discuss potential for RHD supervision. Accepting Honours, MPHIL and PhD, either full-time or part-time.

  • The Faculty of Science and The Institute for Teaching and Learning Innovation seeks to attract a suitably qualified applicant who is interested in higher education research to become a PhD student and join a small team of researchers dedicated to advancing knowledge and practice in science higher education.

    Applications are sought for a full-time PhD student to work as part of a team investigating curriculum development innovations in science at the whole of degree program level. Focus areas could be in programmatic assessment, pedagogy, and student learning outcomes. The selected applicant will have scope to design a research study with the guidance of a small supervisory team led by Dr Kelly Matthews. Applicants who successfully meet entry requirements for PhD and are awarded an Australian Postgraduate Award (APA) will be eligible for annual top-up scholarship valued at $10,000. Opportunities for an overseas internship and conference presentations will be available with travel stipends (up to $10,000) to cover flights, accommodations, and meals. The successful applicant will be based on The University of Queensland St Lucia Campus in the new Learning Innovation Building (LIB).

    Applicants should meet the entry requirements for PhD and the requirements for an APA scholarship. They must show high research potential, a demonstrated ability for independent study, and be equipped by their previous studies to undertake qualitative or quantitative research in the social sciences relevant to the modern educational context of science higher education.

    If you are interested in this full-time higher research degree study opportunity, please email Kelly Matthews on k.matthews1@uq.edu.au for further information. In your email please include your area of interest, an indication of the preparation you have done that equips you for doctoral research (e.g. training, courses, experiences) and anything that demonstrates your research potential (e.g. theses, publications or other relevant documentation).

    Posted: March 2016

    Status: Open, apply here by 4 April 2016

  • There is an opportunity for a qualified applicant who is interested in higher education research to become a MPHIL/PhD student and join a small team of researchers dedicated to advancing knowledge and practice in higher education. The successful applicant will investigate new academics as they become university teachers, and will have scope to design a research study related to the new program with the guidance of a small supervisory team.

    Posted: July 2015

    Status: Closed. One successful MPhil student selected

View all Available Projects

Publications

Book

Book Chapter

  • McManus, Michael E. and Matthews, Kelly (2016). Review of the Undergraduate Science Curriculum at University of Queensland. In Gabriela C. Weaver, Wilella D. Burgess, Amy L. Childress and Linda Slakey (Ed.), Transforming Institutions: Undergraduate STEM Education for the 21st Century (pp. x-xx) West Lafayette, Indiana: Purdue University Press.

  • Foster, J., Matthews, K. E., Mattick, L. E., McManus, M. E. and Strong, J. (2008). Self-review in higher education: Experience from the University of Queensland. In Self-review for Higher Education Institutions (pp. 47-70) Melbourne, Vic.: AUQA (Australian Universities Quality Agency).

Journal Article

Conference Publication

Other Outputs

PhD and MPhil Supervision

Current Supervision

  • Doctor Philosophy — Associate Advisor

    Other advisors:

  • 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.

  • If you have RHD ideas in the higher education context in the following areas:

    • student voice or student-staff partnerships in teaching and learning
    • science curriculum development including assessment, pedagogy and learning
    • professional development for teaching amongst university academics

    Please contact me to discuss potential for RHD supervision. Accepting Honours, MPHIL and PhD, either full-time or part-time.

  • The Faculty of Science and The Institute for Teaching and Learning Innovation seeks to attract a suitably qualified applicant who is interested in higher education research to become a PhD student and join a small team of researchers dedicated to advancing knowledge and practice in science higher education.

    Applications are sought for a full-time PhD student to work as part of a team investigating curriculum development innovations in science at the whole of degree program level. Focus areas could be in programmatic assessment, pedagogy, and student learning outcomes. The selected applicant will have scope to design a research study with the guidance of a small supervisory team led by Dr Kelly Matthews. Applicants who successfully meet entry requirements for PhD and are awarded an Australian Postgraduate Award (APA) will be eligible for annual top-up scholarship valued at $10,000. Opportunities for an overseas internship and conference presentations will be available with travel stipends (up to $10,000) to cover flights, accommodations, and meals. The successful applicant will be based on The University of Queensland St Lucia Campus in the new Learning Innovation Building (LIB).

    Applicants should meet the entry requirements for PhD and the requirements for an APA scholarship. They must show high research potential, a demonstrated ability for independent study, and be equipped by their previous studies to undertake qualitative or quantitative research in the social sciences relevant to the modern educational context of science higher education.

    If you are interested in this full-time higher research degree study opportunity, please email Kelly Matthews on k.matthews1@uq.edu.au for further information. In your email please include your area of interest, an indication of the preparation you have done that equips you for doctoral research (e.g. training, courses, experiences) and anything that demonstrates your research potential (e.g. theses, publications or other relevant documentation).

    Posted: March 2016

    Status: Open, apply here by 4 April 2016

  • There is an opportunity for a qualified applicant who is interested in higher education research to become a MPHIL/PhD student and join a small team of researchers dedicated to advancing knowledge and practice in higher education. The successful applicant will investigate new academics as they become university teachers, and will have scope to design a research study related to the new program with the guidance of a small supervisory team.

    Posted: July 2015

    Status: Closed. One successful MPhil student selected

  • There is an opportunity for undergraduate and post-graduate coursework students at UQ to join a Winter Scholars project (June-July) that partners students and academics to investigate big issues around enhancing the UQ student experience. Successful students will work as part of a team, and will have scope to design a micro-research study with the guidance of a small supervisory team.

    Posted: March 2015

    Status: Closed. Five successful students selected