Charmaine Davis
Biographic Data
| ID | 8902143 |
|---|---|
| NAME | Charmaine Davis |
| GIVEN NAMES | Charmaine |
| FAMILY NAME | Davis |
| SIGNATURE | DAVIS C |
| AFFILIATIONS | Open Access College, University of Southern Queensland |
| ORCID | 0000-0003-2194-2307 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Academic literacy in enabling education programs in Australian universities
Widening participation in higher education has led to the global expansion of universities, increased student and program diversity, and greater provision of flexible pathways into university. Critical to supporting a growing student body is helping all students develop their ability to communicate confidently and effectively in their academic communities. This research employs a collaborative benchmarking framework to explore academic literacy i…
Threshold concepts and ‘troublesome’ students
For efficient and effective learning, intensive-mode programs have increasingly focused on threshold concepts – transformative, often-troublesome, moments in learning that represent the development of key knowledge. Threshold concept theory has support in the context of content-based, disciplinary domains, but questions remain about its applicability to curricula that have broader aims. This study investigated the ‘fit’ of threshold concept theor…
Benchmarking Australian enabling programmes
Cross institutional benchmarking provides the opportunity to ensure comparability of standards by comparing learning outcomes and assessment practices, and acts as a catalyst for change and improved practice. The comparability of standards is crucial for the transparency and portability of qualifications as well as the assurance of quality student learning outcomes. In Australia there are 48 enabling programmes which provide non-award preparatory…
No prominent works on this page.
Benchmarking Australian enabling programmes
Cross institutional benchmarking provides the opportunity to ensure comparability of standards by comparing learning outcomes and assessment practices, and acts as a catalyst for change and improved practice. The comparability of standards is crucial for the transparency and portability of qualifications as well as the assurance of quality student learning outcomes. In Australia there are 48 enabling programmes which provide non-award preparatory…
Threshold concepts and ‘troublesome’ students
For efficient and effective learning, intensive-mode programs have increasingly focused on threshold concepts – transformative, often-troublesome, moments in learning that represent the development of key knowledge. Threshold concept theory has support in the context of content-based, disciplinary domains, but questions remain about its applicability to curricula that have broader aims. This study investigated the ‘fit’ of threshold concept theor…
Academic literacy in enabling education programs in Australian universities
Widening participation in higher education has led to the global expansion of universities, increased student and program diversity, and greater provision of flexible pathways into university. Critical to supporting a growing student body is helping all students develop their ability to communicate confidently and effectively in their academic communities. This research employs a collaborative benchmarking framework to explore academic literacy i…
Curriculum (3 works) · Higher education (3 works) · Pedagogy (3 works) · Political science (3 works) · Psychology (3 works) · Benchmarking (2 works) · Business (2 works) · Discipline (2 works) · Evaluation of Teaching Practices (2 works) · Higher Education Learning Practices (2 works)