Calvin Smith, BA(Hons), GCertHEd, PhD is Associate Professor and Academic Lead for Professional Development in the Office of Medical Education, at The University of Queensland. His research focuses on the related themes of clinician-educator identity formation, clinician engagement in professional learning about teaching, and faculty development methods. Previous work focused primarily on theorising the impact of aspects of work-integrated learning curriculum on student learning and the development of employability with a particular focus on integrative learning, employability skills, lifelong learning and professional identity formation. The recipient of multiple internal and external research and development grants exceeding $1 million, Calvin’s work has emphasized the importance of clarity in conceptualisation and oprationalization of constructs, and the use of appropriate research designs to answer useful questions about curricula. Calvin was Chief Investigator and Chief Investigator on the ALTC/OLT project Measuring The Impact Of WIL On Employability (2012-2014). Prior to that he was a co-leader of the OLT project Measuring and Reporting Teaching Quality (2010-2012), led an ALTC Extension Grant Project focused on student employability (2011) and was co-lead on The National GAP project (2008-2009).
The research A/Prof Smith conducts is classified as "foundational" meaning that it contributes the knowledge-base used by others to design their curricula, or to develop quality-enhancing systems that address questions of the quality of the teaching and learning culture of an organisation or the practices of individual teachers. He has conducted influential research and development activities in the areas of student evaluation of teaching, systems that link professional development to evaluation results, peer review of teaching practice, student assessment literacy, and work-integrated learning curriculum design, among others.
Journal Article: Development of the Niggle app for supporting young people on their dynamic journey to well-being: co-design and qualitative research study
Stoyanov, Stoyan R, Zelenko, Oksana, Staneva, Aleksandra, Kavanagh, David J, Smith, Calvin, Sade, Gavin, Cheers, Jessica and Hides, Leanne (2020). Development of the Niggle app for supporting young people on their dynamic journey to well-being: co-design and qualitative research study. JMIR mHealth and uHealth, 9 (4) e21085, 1-17. doi: 10.2196/21085
Book Chapter: Scientific realism and the scholarship of learning and teaching in higher education
Smith, Calvin (2020). Scientific realism and the scholarship of learning and teaching in higher education. Emerging methods and paradigms in scholarship and education research. (pp. 96-117) Hershey, PA, United States: IGI Global. doi: 10.4018/978-1-7998-1001-8.ch006
Journal Article: High-impact teaching practices in higher education: a best evidence review
Smith, Calvin D. and Baik, Chi (2019). High-impact teaching practices in higher education: a best evidence review. Studies in Higher Education, 46 (8), 1-18. doi: 10.1080/03075079.2019.1698539
(2000–2001) UQ New Staff Research Start-Up Fund
What do clinical educators know about clinical teaching, and how do they know it?
Doctor Philosophy
THE INTERACTIONAL SIGNIFICANCE OF TEARS: A CONVERSION ANALYTIC STUDY
(2006) Doctor Philosophy
The social organisation of independent writing in an early years classroom
(2005) Doctor Philosophy
Development and validation of a Student Evaluation of Clinical Education Experience (SECEE)
Student evaluation of their educational experiences has a long history in both general higher education and in clinical education. Instrumentation however needs to keep pace with educational philosophical developments, and with other advances and developments in clinical learning, such as the integration of educational technologies in the learning experiences of medical and HPE students. This project aims to review the literature on existing instrumentation, identify and rectify gaps in measurement design, and to develop and validate new instrumentation for the Student Evaluation of Clinical Education Experience (SECEE).
Scientific realism and the scholarship of learning and teaching in higher education
Smith, Calvin (2020). Scientific realism and the scholarship of learning and teaching in higher education. Emerging methods and paradigms in scholarship and education research. (pp. 96-117) Hershey, PA, United States: IGI Global. doi: 10.4018/978-1-7998-1001-8.ch006
Scientific realism and the study of higher education curriculum and the student experience
Smith, Calvin (2019). Scientific realism and the study of higher education curriculum and the student experience. Methods and paradigms in education research. (pp. 124-142) Hershey, PA, United States: IGI Global. doi: 10.4018/978-1-5225-1738-2.ch008
Smith, Calvin D. (2016). The emergence and development of work-integrated learning (WIL): implications for assessment, quality and quality assurance in higher education. Reforming learning and teaching in Asia-Pacific universities: influences of globalised processes in Japan, Hong Kong and Australia. (pp. 337-364) edited by Chi-hung Clarence Ng, Robert Fox and Michiko Nakano. Singapore: Springer. doi: 10.1007/978-981-10-0431-5_16
Smith, C. D., Forrest, C. M., Goldman, L. R. and Emmison, J.M. (2001). The Bear (IR) Realities: Media Technology and the Pretend-Real Distinction on a Televised Puppet Show. Children and Anthropology: Perspectives for the 21st Century. (pp. 111-128) edited by H. Schwartzman. Westport: Bergin and Garvey.
Stoyanov, Stoyan R, Zelenko, Oksana, Staneva, Aleksandra, Kavanagh, David J, Smith, Calvin, Sade, Gavin, Cheers, Jessica and Hides, Leanne (2020). Development of the Niggle app for supporting young people on their dynamic journey to well-being: co-design and qualitative research study. JMIR mHealth and uHealth, 9 (4) e21085, 1-17. doi: 10.2196/21085
High-impact teaching practices in higher education: a best evidence review
Smith, Calvin D. and Baik, Chi (2019). High-impact teaching practices in higher education: a best evidence review. Studies in Higher Education, 46 (8), 1-18. doi: 10.1080/03075079.2019.1698539
Placement quality has a greater impact on employability than placement structure or duration
Smith, Calvin, Ferns, Sonia and Russell, Leoni (2019). Placement quality has a greater impact on employability than placement structure or duration. International Journal of Work-Integrated Learning, 20 (1), 15-29.
Replication of the learning alliance inventory to blended student populations
Andrews, Katrina, Bath, Debra and Smith, Calvin (2018). Replication of the learning alliance inventory to blended student populations. Journal of Adult and Continuing Education, 24 (1), 100-116. doi: 10.1177/1477971418771090
Nguyen, Quy, Klopper, Christopher and Smith, Calvin (2016). Affordances, barriers, and motivations: engagement in research activity by academics at the research-oriented university in Vietnam. Open Review of Educational Research, 3 (1), 68-84. doi: 10.1080/23265507.2016.1170627
Assessment of student outcomes from work-integrated learning: validity and reliability
Smith, Calvin (2014). Assessment of student outcomes from work-integrated learning: validity and reliability. Asia-Pacific Journal of Cooperative Education, 15 (3), 209-223.
Weaven, Scott, Griffin, Deborah, McPhail, Ruth and Smith, Calvin (2013). Who is listening? An examination of gender effects and employment choice in sustainability education in an undergraduate business school. The Australian Educational Researcher, 40 (5), 567-582. doi: 10.1007/s13384-013-0118-8
Smith, Calvin and Worsfold, Kate (2013). Unpacking the learning–work nexus: ‘priming’ as lever for high-quality learning outcomes in work-integrated learning curricula. Studies in Higher Education, 40 (1), 22-42. doi: 10.1080/03075079.2013.806456
Smith, Calvin and Worsfold, Kate (2013). WIL curriculum design and student learning: a structural model of their effects on student satisfaction. Studies in Higher Education, 39 (6), 1070-1084. doi: 10.1080/03075079.2013.777407
Smith, Calvin Douglas, Worsfold, Kate, Davies, Lynda, Fisher, Ron and McPhail, Ruth (2013). Assessment literacy and student learning: the case for explicitly developing students ‘assessment literacy’. Assessment & Evaluation in Higher Education, 38 (1), 44-60. doi: 10.1080/02602938.2011.598636
Updating RIGs: including the systematic influence of online study on student evaluation of teaching
Palmer, Stuart and Smith, Calvin (2013). Updating RIGs: including the systematic influence of online study on student evaluation of teaching. Educational Research and Evaluation, 19 (1), 77-90. doi: 10.1080/13803611.2012.746712
Systematic review methodology in higher education
Bearman, Margaret, Smith, Calvin D., Carbone, Angela, Slade, Susan, Baik, Chi, Hughes-Warrington, Marnie and Neumann, David L. (2012). Systematic review methodology in higher education. Higher Education Research and Development, 31 (5), 625-640. doi: 10.1080/07294360.2012.702735
Evaluating the quality of work-integrated learning curricula: a comprehensive framework
Smith, Calvin (2012). Evaluating the quality of work-integrated learning curricula: a comprehensive framework. Higher Education Research & Development, 31 (2), 247-262. doi: 10.1080/07294360.2011.558072
The relationship between epistemological beliefs and the propensity for lifelong learning
Bath, Debra M. and Smith, Calvin D. (2009). The relationship between epistemological beliefs and the propensity for lifelong learning. Studies in Continuing Education, 31 (2), 173-189. doi: 10.1080/01580370902927758
Smith, Calvin (2008). Design‐focused evaluation. Assessment & Evaluation in Higher Education, 33 (6), 631-645. doi: 10.1080/02602930701772762
Smith, Calvin (2008). Building effectiveness in teaching through targeted evaluation and response: connecting evaluation to teaching improvement in higher education. Assessment & Evaluation in Higher Education, 33 (5), 517-533. doi: 10.1080/02602930701698942
Smith, Calvin and Bath, Debra (2006). The role of the learning community in the development of discipline knowledge and generic graduate outcomes. Higher Education, 51 (2), 259-286. doi: 10.1007/s10734-004-6389-2
Bath, Debra, Smith, Calvin, Stein, Sarah and Swann, Richard (2004). Beyond mapping and embedding graduate attributes: bringing together quality assurance and action learning to create a validated and living curriculum. Higher Education Research and Development, 23 (3), 313-328. doi: 10.1080/0729436042000235427
Academic developers: an academic tribe claiming their territory in higher education
Bath, Debra and Smith, Calvin (2004). Academic developers: an academic tribe claiming their territory in higher education. International Journal for Academic Development, 9 (1), 9-27. doi: 10.1080/1360144042000296035
Manathunga, Catherine, Smith, Calvin and Bath, Debra (2004). Developing and evaluating authentic integration between research and coursework in professional doctorate programs. Teaching In Higher Education, 9 (2), 235-246. doi: 10.1080/1356251042000195321
Smith, Calvin and Bath, Debra (2004). Evaluation of a university-wide strategy providing staff development for tutors: effectiveness, relevance and local impact. Mentoring and Tutoring, 12 (1), 107-122. doi: 10.1080/1361126042000183011
Smith, Calvin and Bath, Debra (2003). Evaluation of a networked staff development strategy for departmental tutor trainers: benefits, limitations and future directions. International Journal for Academic Development, 8 (1-2), 145-158. doi: 10.1080/1360144042000278017
Integrating technology to improve the efficiency of qualitative data analysis - A note on methods
Smith, C. D. and Short, P. M. (2001). Integrating technology to improve the efficiency of qualitative data analysis - A note on methods. Qualitative Sociology, 24 (3), 401-408-408. doi: 10.1023/A:1010643025038
Smith, Calvin, Herbert, Debra, Robinson, Wayne and Watt, Kerrianne (2001). Quality Assurance Through a Continuous Curriculum Review (CCR) Strategy: Reflections on a Pilot Project. Assessment and Evaluation in Higher Education, 26 (5), 489-502. doi: 10.1080/02602930120082050
Facilitating 'perspectival reciprocity' in mediation: Some reflections on a failed case
Smith, Calvin (2000). Facilitating 'perspectival reciprocity' in mediation: Some reflections on a failed case. Human Studies, 23 (1), 1-21. doi: 10.1023/A:1005562511798
Facilitating Perspectival Reciprocity in Mediation: Some reflections on a failed case
Smith, C. D. (2000). Facilitating Perspectival Reciprocity in Mediation: Some reflections on a failed case. Human Studies, 23 (1), 1-21. doi: 10.1023/A:1005562511798
'Men don't do this sort of thing': a case study of the social isolation of househusbands
Smith C.D. (1998). 'Men don't do this sort of thing': a case study of the social isolation of househusbands. Men and Masculinities, 1 (2), 138-172. doi: 10.1177/1097184X98001002002
Barrie, S., Hughes, C. P. and Smith, C. (2008). Locating generic graduate attributes in the Australian university curriculum: Taught? Mapped? Implied? Hidden? or 'missing in action'?. 16th Improving Student Learning Symposium, University of Durham, United kingdom, 1-3 September, 2008.
Smith, C. D., Isaacs, G., Holzl, A. and Roulston, K. (2000). The first cohort at a new campus: Who are they? Why are they there? Where are they going? What do they bring?. ASET/HERDSA Joint International Conference, Toowoomba, 2-5 July 2000. Toowoomba: Australian Society for Educational Technology.
(2000–2001) UQ New Staff Research Start-Up Fund
What do clinical educators know about clinical teaching, and how do they know it?
Doctor Philosophy — Principal Advisor
Other advisors:
THE INTERACTIONAL SIGNIFICANCE OF TEARS: A CONVERSION ANALYTIC STUDY
(2006) Doctor Philosophy — Associate Advisor
The social organisation of independent writing in an early years classroom
(2005) Doctor Philosophy — Associate Advisor
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.
Development and validation of a Student Evaluation of Clinical Education Experience (SECEE)
Student evaluation of their educational experiences has a long history in both general higher education and in clinical education. Instrumentation however needs to keep pace with educational philosophical developments, and with other advances and developments in clinical learning, such as the integration of educational technologies in the learning experiences of medical and HPE students. This project aims to review the literature on existing instrumentation, identify and rectify gaps in measurement design, and to develop and validate new instrumentation for the Student Evaluation of Clinical Education Experience (SECEE).